Shama Women's Centre

Shama Women's Centre

Unique reference number (URN): EY456314 Address: Shama Womens Centre, 39-45 Sparkenhoe Street, LEICESTER, LE2 0TD Type: Childcare on non-domestic premises Registered with Ofsted: 11/12/2012 Registers: EYR, CCR, VCR Registered person: Shama Women's Centre

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

All children, including those with special educational needs and/or disabilities, make impressive progress from their individual starting points. The well-designed curriculum and high-quality teaching enable children to secure the key skills they need to move confidently to the next stage of their learning.

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Achievement Strong standard

Children learn essential self-help skills, such as putting on their shoes and coats. They develop an excellent understanding of personal hygiene. Children proudly explain that they need to wash the germs off their hands before snack time. They learn how to keep themselves healthy, such as through daily toothbrushing routines and activities that promote healthy eating.

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Achievement Strong standard

Children show a deep motivation to practise their physical skills. They access a wide range of opportunities to explore the outdoors and show curiosity about the world around them. Children enthusiastically join in action songs during music sessions, using rhyme and rhythm to help them to learn the English language. Through these activities and daily routines, all children acquire a wealth of knowledge and skills.

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Behaviour, attitudes and establishing routines Strong standard

Leaders create a highly supportive environment that promotes children's positive behaviour and emotional wellbeing. This enables children to settle quickly and develop a positive attitude to learning. On arrival, children separate from their parents and carers with ease. They independently hang up their belongings and self-register using their photo. Children show confidence in the daily routines and understand what is expected of them because staff use consistent boundaries and clear explanations. For instance, staff use a tambourine to signal a change in routine, preparing them for transition. Children respond promptly by tidying away and listening to the next instructions.

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Behaviour, attitudes and establishing routines Strong standard

Staff build warm and trusting relationships with children, creating a culture of kindness, care and respect. They help children to recognise and understand their feelings, acknowledging when children need to stay close to their key person for reassurance. Staff are positive role models and encourage children to understand the importance of cooperation and listening to others. This helps children to regulate their emotions and develop positive relationships.

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Children's welfare and wellbeing Strong standard

Leaders and staff build secure attachments with children and get to know them and their families well. They understand the diverse needs of the children who attend the setting. Staff establish an inclusive environment, where expectations for children's welfare and wellbeing are high. All children, including those with special educational needs and/or disabilities and those who are disadvantaged, feel secure and receive consistent and tailored support. Staff explicitly teach children how to manage their emotions and behaviour. For example, they encourage children to choose an picture from the 'emotion mirror' to express how they feel when they arrive. Staff also support children to talk about their emotions through storytelling, picture prompts and regular conversations.

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Children's welfare and wellbeing Strong standard

Children enthusiastically learn about what it means to stay safe. For instance, when they are on outings in the local community, they learn about road safety. Children access the local and wider community frequently, which staff use to help them develop a sense of belonging and benefit from fresh air and exercise. Staff help children to become confident communicators and to learn how to stay healthy. Children inform staff of their own personal needs, such as toileting, and confidently carry out hygiene practices.

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Children's welfare and wellbeing Strong standard

Staff teach children how to stay healthy through well-established daily routines. For example, children practise brushing their teeth after lunch and talk confidently about why this is important. Leaders actively promote healthy eating by working closely with parents and carers. They invite families to attend healthy eating workshops, so parents can continue to reinforce healthy choices at home as well as in the setting. Key persons provide consistent care, helping children to feel safe, settled and ready to engage.

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Curriculum and teaching Strong standard

Leaders design a flexible but clearly structured curriculum that meets the changing needs of the children who attend. Because many children attend for only a short period of time, leaders place a focus on developing their communication and independence. They ensure children leave the setting equipped with the essential skills they need to achieve and thrive in their next stage of learning.

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Curriculum and teaching Strong standard

Staff use assessment very effectively to identify what children know and what they need to learn next. They use this information to plan learning opportunities that closely match children's developmental needs and interests. Staff's teaching is highly effective. The well- qualified and experienced team ensures every interaction is meaningful and enhances children's learning. Staff understand that some children prefer to learn outside. They use water play to encourage children to practise their coordination and cooperation skills as children hold containers for each other to fill.

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Curriculum and teaching Strong standard

Staff place a high emphasis on developing children's communication and language skills. They carefully select songs and books that support children's understanding. They provide children who speak English as an additional language with consistent support by using visual aids and maintaining a consistent routine, helping them to understand what will happen next. Staff actively weave mathematical ideas into children's play. They count, compare quantities and introduce language, such as 'more' and 'less', as children explore sand, water and small objects.

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Inclusion Strong standard

Leaders have established a deeply embedded inclusive culture, ensuring that all children feel welcomed, understood and valued. They are fully committed to making children's experiences at the setting as inclusive as possible. Children who speak English as an additional language and those with special educational needs and/or disabilities are extremely well supported. Staff use observation and assessment to identify any gaps in children's learning. They work closely with parents and carers and external agencies to design targeted interventions with clear outcomes. Staff use translators to ensure parents fully understand the support their children receive and how they can continue this at home. The very positive relationships that are built with families allow staff to work closely with them. This offers consistency between home and the setting and breaks down any barriers to children's learning.

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Inclusion Strong standard

Staff are highly qualified and continually strengthen their knowledge of children's diverse needs. They work closely with external agencies to offer continuous and tailored support. Staff begin with universal inclusive practice and increase the level of intervention when required. Staff monitor children's progress through termly assessments. They produce reports for parents and other professionals to track children's progress and identify their next steps. Staff form trusting relationships with children and their families. They use their detailed knowledge of each child to provide bespoke support that reduces barriers to their learning and promotes their wellbeing. Additional funding is used purposefully and effectively to meet children's needs. For example, it is used to purchase appropriate resources or provide one-to-one support.

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Leadership and governance Strong standard

Leaders recognise the needs of the local community that the setting serves. They work in partnership with the centre's support services to ensure families receive the help they need for their children to develop and thrive. For example, staff can refer families to the centre, where they are offered courses to build new skills, such as learning English, healthy eating workshops and wellbeing support. This supports all children, regardless of any barriers to their learning, to make excellent progress in all areas of development.

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Leadership and governance Strong standard

Leaders continuously reflect on practice. They identify strengths and develop areas of improvement through effective evaluation of practice. Recent improvement to the way mathematics is delivered means children benefit from learning mathematics through play and are increasing their mathematical vocabulary.

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Leadership and governance Strong standard

Staff appreciate the extensive support they receive from leaders and the committee. They receive regular supervision sessions and have ample opportunities to discuss their progress and development. Staff morale is high, and they show dedication and passion to their roles. Leaders continue to develop staff knowledge by offering a wide variety of professional development opportunities. For example, staff have recently completed training to support children with special educational needs and/or disabilities (SEND). This ensures staff are skilled in adapting practice effectively, helping all children, including those with SEND, to make rapid progress.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children thrive in this highly nurturing and inclusive setting. Passionate leaders inspire a dedicated staff team. They provide excellent opportunities that support all children's learning and development. Children are well cared for and kept safe. They form trusting relationships with their key persons, helping them to feel secure, confident and ready to learn. Staff know children and their families extremely well, which fosters a deep sense of belonging. They value each child's cultural backgrounds and celebrate these differences with genuine pride. Staff encourage children to share and enjoy meaningful celebrations with their friends. Children enjoy their learning. Staff have an excellent understanding of each child's starting points and individual needs. Leaders and staff swiftly identify any gaps in children's development and use this information effectively to plan targeted support. Staff place an

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What it's like to be a child at this setting

emphasis on communication and language. They ensure that all children, including those who speak English as an additional language and those with special educational needs and/or disabilities, are supported to develop the skills they need to communicate successfully.

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What it's like to be a child at this setting

Some children attend the setting for only a short period of time, so staff prioritise equipping them with the essential skills needed for the next stage of their learning. They promote children's independence highly. Children quickly develop self-care skills, such as toileting, handwashing and dressing. Staff provide lots of praise and encouragement, motivating children to try new things and complete tasks confidently for themselves. Well-established routines help children to understand what is expected of them. They follow the setting's rules in an age-appropriate and enthusiastic way. As a result, children make rapid progress in a relatively short time frame.

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What it's like to be a child at this setting

Children demonstrate excellent behaviour. They play cooperatively and take great pride in completing tasks together. For example, children help to set up for lunch and assist their friends with opening food containers. This helps them to develop a clear understanding of positive behaviour and cooperation. Children often explore the local area, visiting nearby shops and the park to learn about their community. They learn how to keep themselves safe in age-appropriate ways, including learning about road safety. Staff work closely with families to promote regular attendance and help remove any barriers that may prevent children from attending consistently.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs and/or disabilities coordinator and parents and carers during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Address:

Shama Womens Centre 39-45 Sparkenhoe Street LEICESTER LE2 0TD

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:30 - 12:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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